Inspire Sessions - PESA: Positive Education Schools ......Inspire Sessions. Inspire Sessions. Alice...
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Inspire Sessions Alice Peel Julie Brunckhorst Darren Boyce Kathryn Netherwood Melinda Wilson Sarah Mangelsdorf Shelley Martin Kate Prowd Brendon Fogarty
Transcript of Inspire Sessions - PESA: Positive Education Schools ......Inspire Sessions. Inspire Sessions. Alice...
Inspire SessionsAlice Peel
Julie Brunckhorst
Darren Boyce
Kathryn Netherwood
Melinda Wilson
Sarah Mangelsdorf
Shelley Martin
Kate Prowd
Brendon Fogarty
Inspire SessionsAlice Peel
Julie Brunckhorst
Darren Boyce
Kathryn Netherwood
Melinda Wilson
Sarah Mangelsdorf
Shelley Martin
Kate Prowd
Brendon Fogarty
MAKING CONNECTIONS
MAKING CONNECTIONS
Julie BrunckhorstSomerville House
Inspire SessionsAlice Peel
Julie Brunckhorst
Darren Boyce
Kathryn Netherwood
Melinda Wilson
Sarah Mangelsdorf
Shelley Martin
Kate Prowd
Brendon Fogarty
Measuring Staff Wellbeing
at Good Shepherd Lutheran College, NT.
Know Thy impact
• All staff surveyed in May & October each year
• Commenced in May 2015 (baseline)
• Anonymous survey
• Online delivery using ‘Survey Methods’
• Survey open for 1 week
• Automatic reminders
• Generally a 70% response rate
• Raw data is protected
• Analysed using Microsoft Spreadsheet
• Full report distributed to all staff
If you don’t feed the teachers, they’ll eat the kids.
WELLBEING OUTCOMES: Workplace PERMA-profiler (Kern, 2014)
• Positive and Negative emotions• Engagement• Relationships
• Meaning• Accomplishment• Health
• Autonomy• Competence
• Relatedness
SELF-MOTIVATION: Balanced Measure of Psychological Needs (Sheldon & Hilpert, 2012)
PATHWAYS TO WELLBEING: SEARCH framework (Rusk & Waters, 2015)
• Strengths• Emotional Management• Attention and Awareness
• Relationships• Coping• Goals and Habits
DEMOGRAPHIC DATA
OPEN-ENDED FEEDBACK
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Data point (1) May 2015
Whole College
Mean 6.71 6.87 7.13 7.49 7.21 3.49 6.95 3.28 6.48 5.00 5.00 N=109 5.71
S.D. 1.86 2.26 2.09 1.77 1.91 2.48 2.20 2.95 2.12 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Data point (2) Oct 2015
Whole College
Mean 6.35 6.80 6.95 7.19 7.04 4.54 6.36 3.06 6.85 6.17 5.59 N=107 6.24
S.D. 1.92 2.17 2.08 1.98 1.93 2.78 2.42 2.83 2.04 2.55 2.57
Median 7.00 7.00 7.00 7.00 7.00 4.00 7.00 2.00 7.00 7.00 6.00
Cohen's-d -0.19 -0.03 -0.09 -0.16 -0.09 0.40 -0.26 -0.08 0.18 no data no data
Data point (3) May 2016
Whole College
Mean 6.49 6.76 7.12 7.23 7.21 3.45 6.26 2.74 6.95 7.10 6.20 N=99 6.81
S.D. 2.08 2.28 1.98 1.94 1.97 2.49 2.55 2.52 2.07 2.06 2.42
Median 7.00 7.00 7.00 8.00 7.00 3.00 7.00 2.00 7.00 7.00 7.00
Cohen's-d 0.07 -0.02 0.08 0.02 0.09 -0.41 -0.04 -0.12 0.05 0.40 0.25
Data Point (4) Oct 2016
Whole College
Mean 6.74 7.12 7.32 7.51 7.65 3.35 6.57 2.82 7.26 7.13 6.25 N=131 6.88
S.D. 1.84 2.01 1.95 1.73 1.55 2.43 2.44 2.64 1.85 2.04 2.38
Median 7.00 8.00 8.00 8.00 8.00 3.00 7.00 2.00 7.50 7.00 7.00
Cohen's-d 0.12 0.17 0.10 0.15 0.25 -0.04 0.12 0.03 0.16 0.01 0.02
Data Point (5) May 2017
Whole College
Mean 6.61 7.04 7.24 7.41 7.35 3.42 6.42 2.88 7.11 6.93 6.04 N=106 6.74
S.D. 1.89 2.06 2.05 1.88 1.74 2.50 2.53 2.88 1.95 2.02 2.39
Median 7.00 7.00 8.00 8.00 8.00 3.00 7.00 2.00 7.00 7.00 6.00
Cohen's-d -0.07 -0.04 -0.04 -0.06 -0.18 0.03 -0.06 0.02 -0.08 -0.10 -0.09
Data Point (6) Oct 2017
Whole College
Mean 6.52 6.83 7.15 7.42 7.26 4.18 6.32 2.78 7.02 6.72 5.61 N=109 6.49
S.D. 1.78 2.05 1.94 1.68 1.67 2.82 2.49 2.68 1.85 2.20 2.47
Median 7.00 7.00 7.00 7.00 7.00 3.00 7.00 2.00 7.00 7.00 6.00
Cohen's-d -0.05 -0.10 -0.04 0.01 -0.05 0.29 -0.04 -0.04 -0.04 -0.10 -0.18
Data Point (7) May 2018
Whole College
Mean 6.39 6.86 6.99 7.40 7.07 3.74 6.37 2.75 6.95 6.83 5.88 7.37 N=106 6.69
S.D. 2.01 2.15 1.96 1.86 1.87 2.47 2.51 2.41 2.00 1.98 2.50 2.53
Median 7.00 7.00 7.00 7.00 7.00 3.00 7.00 2.00 7.00 7.00 6.00 7.00
Cohen's-d -0.07 0.01 -0.08 -0.01 -0.11 -0.16 0.02 -0.01 -0.04 0.06 0.11 0.10
0.2 = small practical significance A real effect but which you can only see through careful study (such as this survey).
0.5= medium practical significance
0.8 = large practical significanceA 'large' effect size is an effect which is big or consistent enough, that you may be able to see it 'with the naked eye'. A large effect size is one which is very substantial.
Degrees of practical significance
Inspire SessionsAlice Peel
Julie Brunckhorst
Darren Boyce
Kathryn Netherwood
Melinda Wilson
Sarah Mangelsdorf
Shelley Martin
Kate Prowd
Brendon Fogarty
Towards Flourishing:
Beginning with Positive Leadership
Kathryn Netherwood
Lance Holt School
Fremantle, [email protected]
Positive Leadership is key to building Positive Education in a school context (Seligman, 2011)
Creating
readiness
Overcoming
resistance
Articulating a vision of
abundance
Generating commitment
Fostering sustainability
Creating a Culture of Abundance Cameron (2013)
• Obtain best-self feedback
• Use supportive communication
• Affect human well-being
• Connect to personal values
• Highlight impact
• Community building
• Build energy networks
• Reinforce strengths
• Foster compassion
• Foster forgivenesss
• Foster gratitude
Positive Climate
Positive Relationships
Positive Communication
Positve Meaning
Cameron’s (2012) Model of Four Leadership Strategies
Takeaways
Positive Climate Positive Relationships
Compassion: collective noticing, collective feeling & collective respondingForgiveness: actively replace negative with positive feelingsGratitude: Gratitude Visits, Gratitude Cards, Gratitude Letter & Gratitude Journals
Positive Leadership with StrengthsSupporting others to use their strengthsStrengths spottingUsing strengths in the workplacePositive energisers
Positive Meaning Positive Communication
Staff CollegialityStaff Professional LearningStaff WellbeingPersonal Management Interview (Cameron, 2012)
Using affirmative and supportive language• Review Artifacts (Policies, Documentation …)• Website, Newsletters, Correspondence• Parent Teacher Meetings and Communication• Student Reports
Inspire SessionsAlice Peel
Julie Brunckhorst
Darren Boyce
Kathryn Netherwood
Melinda Wilson
Sarah Mangelsdorf
Shelley Martin
Kate Prowd
Brendon Fogarty
• MELINDA WILSON• Master of Applied Positive Psychology
• 10+ years in well-being
• 25+ years teacher (secondary science, Biology)
• Positive education teacher and curriculum developer
This Photo by Unknown Author is licensed under CC BY-SA
How an inquiry-based learning framework aligns with positive education to engage students and improve well-being
Growing well-being literacy through inquiry-based learning
programs
Germination-Edu
Improved engagement
Increased well-being literacy
Greater
well-being
Inquiry-based learning is a constructivist pedagogy
24
21st Century learners prefer construct not instruct
This Photo by Unknown Author is licensed under CC BY
✓Engagement and learning
✓Context
✓Critical thinking
✓Academic rigor
✓Differentiation
✓Collaboration
✓Resource friendly
Inquiry-based learning encourages students to meet well-being goals in order to flourish 25
This Photo by Unknown Author is licensed under CC BY-SA
Inquiry-based positive education: quick method
• Measure first
• Set goals
• Target group
• Decide on method
• Provocation: what is my passion
• Class time: critical thinking, perseverance
• Exhibition: consolidate learning increase literacy, accomplishment
• Reflect
• Measure again.
Germination-Edu
Inspire SessionsAlice Peel
Julie Brunckhorst
Darren Boyce
Kathryn Netherwood
Melinda Wilson
Sarah Mangelsdorf
Shelley Martin
Kate Prowd
Brendon Fogarty
Sarah Mangelsdorf
MGC,GCRM,BEd
sarahmangelsdorf.com
How to Inspire
Positive Growth
with our Staff,
Students &
Parents
(Keeping in Mind
our ever- Present
Negative Bias)?
Sarah Mangelsdorf MGC,
GCRM,BEd sarahmangelsdorf.com
Positive Growth Anyway
• Negative Bias aims to keep us safe
• just not very useful giving new things a crack &
stepping out of our comfort circle
• We gain confidence by doing (not thinking we
can!)
• Our choice now/for this day/moment, do we
want to go into
bird management
or
Doing what matters to us anyway?
Sarah Mangelsdorf
MGC,GCRM,BEd
sarahmangelsdorf.com
How – Practical
Takeaways
1. Have students imagine one of their
passions/interests
2. Share yours – and what your mind tells
you. Connection is vital
3. Are you willing to allow XYZ
(uncomfortable feelings or those
pesky corellas) in order to do
the stuff that matters to you?
4. .
Sarah Mangelsdorf
MGC,GCRM,BEd
sarahmangelsdorf.com
Inspire SessionsAlice Peel
Julie Brunckhorst
Darren Boyce
Kathryn Netherwood
Melinda Wilson
Sarah Mangelsdorf
Shelley Martin
Kate Prowd
Brendon Fogarty
Educating Parents in the Science of Wellbeing with the Help of the School’s
Parents & Friends Association
Shelley Martin
All Hallows’ [email protected]
www.ahs.com.au
In partnership with the All Hallows’
Parents & Friends Association (P&F)
our school has facilitated parent
education using quality presenters:
• Pr Donna Cross• Dr Justin Coulson• Andrew Fuller• Michele Chevalley-Hedge
Take Away Messages
1. Leverage your parent group to access parents
2. Link your parent education program to your strategic framework and
wellbeing data
3. Be prepared to charge parents to assist with cost
4. Choose high calibre presenters
Inspire SessionsAlice Peel
Julie Brunckhorst
Darren Boyce
Kathryn Netherwood
Melinda Wilson
Sarah Mangelsdorf
Shelley Martin
Kate Prowd
Brendon Fogarty
Walk’n’talk coaching Activating the body and brain for Pos Ed coaching for teens
Kate Prowd
Wellbeing Coordinator
Peninsula Grammar
Walk’n’talk coaching Activating the body and brain for Pos Ed coaching for teens
Take ownership of your life30 minute Walk ‘n’ Talk
Personalised Coaching
Lunchtime, after school,
or study period.
Mon, Tues or Thursday
Email [email protected]
Key take-aways• Most teenagers today have too much sedentary time
• Physical activity helps us manage emotions, improve focus, make better decisions, and counter depression & addictions
• Give teens ownership & autonomy for their choices
• Help clarify smallest steps required to move forward
• Celebrate the wins
Inspire SessionsAlice Peel
Julie Brunckhorst
Darren Boyce
Kathryn Netherwood
Melinda Wilson
Sarah Mangelsdorf
Shelley Martin
Kate Prowd
Brendon Fogarty
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